perception of faculties towards human resource development climate

PART IGENERAL INFORMATION

1

CHAPTER 1

ABOUT THE INDUSTRY

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1.1 HISTORY OF EDUCATION IN INDIA

What is Education

Education in its broadest, general sense is the means through which the aims

and habits of a group of people lives on from one generation to the next.

Generally, it occurs through any experience that has a formative effect on the

way one thinks, feels, or acts. In its narrow, technical sense, education is the formal

process by which society deliberately transmits its accumulated knowledge, skills,

customs and values from one generation to another.

1. Education in Ancient India

The history of education in ancient India is fascinating and is recorded and can

be tracked to the ancient era. Education in ancient India began around the 3rd century

B.C with elements of religious training and impart of traditional knowledge. Sages and

scholars imparted education orally .Palm leaves and barks of trees were used for

writing.

Gurukula System

• Education in ancient India was more identified with the Gurukula system .

• These ancient Hindu schools in India were residential in nature with the sishyas

or students living in the same house with the Guru or the teacher.

• The students lived together irrespective of their social standing.

Brahmacharyam

• Ancient Indians allotted a period of time for the boys exclusively for education.

• Through Upanyana, a student was initiated in to Brahmacharyam .During this

period he was under complete self discipline and self control .All sorts of luxuries

and pleasures were to be avoided

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• This period was called as Brahmacharyam where the students concentrated on

learning various subjects.

Subjects taught

• In ancient India, during the Vedic period from about 1500 BC to 600 BC, most

education was based on the Veda and later Hindu texts and scriptures.

• Vedic education included: proper pronunciation and recitation of the Veda, the

rules of sacrifice, grammar, understanding the secrets of nature, reasoning

including logic, the sciences, and the skills necessary for an occupation.

• There is mention in the Veda of herbal medicines for various conditions or

diseases, including fever, cough, baldness, snake bite and others.

• The oldest of the Upanishads - another part of Hindu scriptures - date from

around 500 BC. These texts encouraged an exploratory learning process where

teachers and students were co-travellers in a search for truth.

• The teaching methods used reasoning and questioning.

• The teacher imparted knowledge of Philosophy, Literature, Warfare, Statecraft,

Medicine, Astrology and History.

• The corpus of Sanskrit literature encompasses a rich tradition of poetry and

drama as well as technical scientific, philosophical and generally Hindu religious

texts, though many central texts of Buddhism and Jainism have also been

composed in Sanskrit.

2. Education in the Medieval Period

The first millennium and the few centuries preceding it saw the flourishing

of higher education at Nalanda, Takshila, Ujjain, &Vikramshila Universities. Art,

Architecture, Painting, Logic, Grammar, Philosophy, Astronomy, Literature,

Buddhism, Hinduism, Arthashastra (Economics & Politics), Law, and Medicine.

Takshila specialized in the study of medicine, while Ujjain laid emphasis

on astronomy. Nalanda, being the biggest centre, handled all branches of

knowledge, and housed up to 10,000 students at its peak.

• Education in medieval India expressed a new perspective in the 11thcentury .

• The muslim established the elementary and secondary schools .

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• This further let to the commencement of universities like Delhi, Lucknow and

Allahabad

• There was a fresh interaction between Indian and Islamic traditions in the fields

of knowledge like theology ,religion , philosophy ,fine arts ,painting ,architecture,

mathematics ,medicine and astronomy .

• Muslim rulers promoted urban education by building libraries and literary

societies .primary schools called maktabs were established and reading writing

and basic Islamic prayers were taught.

• Secondary schools called Madrasas taught advanced language skills .

• These were setup by sultans nobles and other influential ladies.

• A scholars from Madrasa would be eligible for civil service and to become a

judge.

3. Education in the post Independence era

Education in India falls under the control of both the Union Government

and the states, with some responsibilities lying with the Union and the states

having autonomy for others.

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1.2 HIGHER EDUCATION OF INDIAThe higher education system in India includes both

1. Private and

2. Public universities.

Public universities are supported by the Government of India and

the state governments, while private universities are mostly supported by various

bodies and societies.

The types of universities include:

1. Central universities, or Union universities are established by an Act of Parliament

and are under the purview of the Department of Higher Education in the Union

Human Resource Development Ministry. The UGC lists 42 central universities.

2. State universities are run by the state government of each of the states and

territories of India, and are usually established by a local legislative assembly act.

As of 30 November 2011, the UGC lists 285 state universities. The oldest

establishment date listed by the UGC is 1857, shared by the University of Mumbai,

the University of Madras and the University of Calcutta. Note that most State

Universities are "affiliating universities" in that they administer a large number of

"affiliated colleges" (many located in very small towns) that typically offer a range of

undergraduate courses, but may also offer post-graduate courses. More established

colleges might even offer PhD programs in some departments with the approval of

the affiliating university.

3. Deemed university, or "Deemed to be University", is a status of autonomy granted

by the Department of Higher Education on the advice of the UGC, under Section 3

of the UGC Act. The UGC list from 23 June 2008 lists 130 deemed

universities. According to this list, the first institute to be granted deemed university

status was Indian Institute of Science which was granted this status on 12 May

1958. Note that in many cases, the same listing by the UGC covers several

institutes. For example, the listing for Homi Bhabha National Institute covers

the Institute of Mathematical Sciences, the Sam Higginbottom Institute of

Agriculture, Technology and Sciences and other institutes.

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4. Private universities are approved by the UGC. They can grant degrees but they

are not allowed to have off-campus affiliated colleges. The UGC list of private

universities from 7 June 2012 lists 112 private universities.

As of 22 June 2012, the total number of universities in India is 567. There are

universities of some kind in each and every of the 28 states of India as well as three of

the union territories, Chandigarh, Delhi and Pondicherry. The state with the most

universities is Tamil Nadu with 55 universities. It is also the state with the most deemed

universities, numbering 29.Andhra Pradesh has the most state universities

(32), Rajasthan the most private universities (25), while Delhi and Uttar Pradesh have

four central universities each, the largest number of all the states and territories.

Apart from the above universities, other institutions are granted the permission to

autonomously award degrees. However, they do not affiliate colleges and are not

officially called "universities" but "autonomous organizations" or "autonomous institutes".

They fall under the administrative control of the Department of Higher Education. These

organizations include the Indian Institutes of Technology, the National Institutes of

Technology, the Indian Institutes of Science Education and Research, the Indian

Institutes of Management (though these award diplomas, not degrees) and other

autonomous institutes. These institutes are not listed below. Also not listed are institutes

which are under the control of the professional councils, without approval of the UGC,

State Central universities

State universities

Deemed universities

Private universities

Total

Andhra Pradesh 3 33 7 0 43Arunachal Pradesh 1 0 1 1 3Assam 2 4 0 2 8Bihar 1 15 2 0 18Chandigarh 0 1 1 0 2Chhattisgarh 1 10 0 4 15Delhi 4 5 11 0 20Goa 0 1 0 0 1Gujarat 1 18 2 11 32Haryana 1 10 5 6 22Himachal Pradesh 1 4 0 12 17Jammu and Kashmir 2 6 0 0 8Jharkhand 1 7 2 1 11Karnataka 1 22 15 2 40Kerala 1 11 2 0 14Madhya Pradesh 2 15 3 7 27Maharashtra 1 19 21 0 41

7

http://en.wikipedia.org/wiki/Maharashtra

http://en.wikipedia.org/wiki/Madhya_Pradesh

http://en.wikipedia.org/wiki/Kerala

http://en.wikipedia.org/wiki/Karnataka

http://en.wikipedia.org/wiki/Jharkhand

http://en.wikipedia.org/wiki/Jammu_and_Kashmir

http://en.wikipedia.org/wiki/Himachal_Pradesh

http://en.wikipedia.org/wiki/Haryana

http://en.wikipedia.org/wiki/Gujarat

http://en.wikipedia.org/wiki/Goa

Manipur 2 0 0 0 2Meghalaya 1 0 1 8 10Mizoram 1 0 0 1 2Nagaland 1 0 0 2 3Odisha 1 12 2 3 18Puducherry 1 0 1 0 2Punjab 1 7 2 3 13Rajasthan 1 14 8 25 48Sikkim 1 0 0 4 5Tamil Nadu 2 24 29 0 55Tripura 1 0 0 1 2Uttar Pradesh 4 23 10 16 53Uttarakhand 1 9 4 10 24West Bengal 1 20 1 1 23Total 42 286 129 115 572

1.3 GROWTH OF HIGHER EDUCATION IN INDIA

The 21st century is the age of knowledge-based economy, and the center-stage

of change. Higher education has not escaped the impact and is in the process of

challenge, thereby challenging the traditional system of education. The disparity in

wealth and quality of life between the developed and developing world has been

attracting the attention of the world. The exponential growth of population in the

developing countries is matched by the exponential growth of knowledge in the

developed world1.

All developing countries the efforts are being made by the respective

Government to promote higher education. Central Government and state Governments

are trying to nurture talent through focusing on the number of Universities and Colleges

for expansion of higher educations. In the Year 1950-59 , there were 30 universities and

695 colleges. This number has increased to 564 Universities and 33023 colleges up to

December 2011. The following table reveals the growth of higher education in India.

8

http://en.wikipedia.org/wiki/West_Bengal

http://en.wikipedia.org/wiki/Uttarakhand

http://en.wikipedia.org/wiki/Uttar_Pradesh

http://en.wikipedia.org/wiki/Tripura

http://en.wikipedia.org/wiki/Tamil_Nadu

http://en.wikipedia.org/wiki/Sikkim

http://en.wikipedia.org/wiki/Rajasthan

http://en.wikipedia.org/wiki/Punjab,_India

http://en.wikipedia.org/wiki/Puducherry

http://en.wikipedia.org/wiki/Odisha

http://en.wikipedia.org/wiki/Nagaland

http://en.wikipedia.org/wiki/Mizoram

http://en.wikipedia.org/wiki/Meghalaya

http://en.wikipedia.org/wiki/Manipur

Year No. of universities No. of colleges

1950-59 30 695

1960-69 55 1542

1970-79 103 3604

1980-89 133 4722

1990-99 190 7346

2000-2010 256 12806

2011 564 33023

year 1950-59

year 1960-69

year 1970-79

year 1980-89

year 1990-99

year 2000-2009

year 2010-2011

0

100

200

300

400

500

600

3055

103133

190

256

564

no of universities

no of universities

9

year 1950-59

year 1960-69

year 1970-79

year 1980-89

year 1990-99

year 2000-2009

year 2010-2011

0

5000

10000

15000

20000

25000

30000

35000

6951542 3604 4722

7346

12806

33023

no of colleges

no of colleges

1.4 EXPENDITURE ON HIGHER EDUCATION IN INDIA

Year Expenditure % of GDP

2006-07 1.14

2007-08 1.09

2008-09 1.23

2009-10 1.25

Source: Economic Survey of India, Ministry of Finance, New Delhi

The above table indicates percentage of GDP in expenditure on higher education

in the year 2006-07 was 1.14 which increased to 1.25 in the year 2009-10. It means

there is increasing expenditure on higher education by the central Government. Due to

this increasing expenditure there is growth in the institutions which is providing higher

education to the masses. Though there is increasing expenditure by the central

Government in India but comparatively it is less than the developed countries.

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1.5 HIGHER EDUCATION OF GUJARAT

Gujarat is a lovely place located on the western coast and it is one of the fastest growing states in the country. In Gujarat, there are about 29 universities located across the state. Students from different parts of the country opt for Universities in Gujarat for higher education and research programs.

Gujarat has both private and public universities, many of which are supported by

the Government of India and the state government . Apart from these there are private

universities supported by various bodies and societies and also there are many

research organizations in Gujarat.

In order to increase the knowledge of the students in their subject area the universities in Gujarat conducts events, seminars, conferences, symposium, and paper presentation. Some of the universities also arrange for campus interview and students can find a suitable job for them before getting the degree.

Gujarat also houses some of the best universities providing education on par with the international standard of education. Indian Institute of Management (IIM), Ahmadabad is one of the top colleges for the management studies. Some of the programs are fellow program in management, post graduate program in agribusiness management & public management and policy and one year post-graduate program in management for executives.

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Universities in Gujarat

Central State Private Deemed Others

(autonomous university0

Research institute

State universitiesSr no. University Location1 Bhavnagar university Bhavnagar2 Centre for environmental and planning technology

university(CEPT)Ahmedabad

3 Dharamsinhdesai university Nadiad4 Dr. babasahebambedkar open university (BAOU) Ahmedabad5 Gujarat ayurved university Jamnagar6 Gujarat forensic science university (GFSU) Gandhinagar7 Gujarat national law university Gandhinagar8 Gujarat technological university Ahmedabad9 Gujarat university Ahmedabad10 Hemchandracharya north Gujarat university (NGU) Patan11 Krantigurushyamji Krishna vermakachchh university Bhuj12 Maharaja sayajirao university (MS) Vadodra13 Sardarpatel university Vallabhvidhyanagar14 Sardarkrushinagardantiwada agricultural university Palanpur15 Saurashtra university Rajkot16 Shree somnath Sanskrit university Veraval17 Veer narmad south Gujarat university Surat18 Children’s university Gujarat Gandhinagar19 Rakshasakti university Jamnagar20 Kamdhenu university21 Anand agricultural university Anand22 Navsari agricultural university Navsari23 Sardarkrushinagardantiwada agricultural university Dantiwada24 Junagadh agricultural university Junagadh

Private universitiesSr no University Location1 R.K. university Rajkot2 Ahmedabad university Ahmedabad3 Rai university Ahmedabad4 Auro university of hospitality and management Surat

5 Calrox teacher’s university Ahmedabad6 Charotar university of science and technology Changa

7 Dhirubhai ambani institute of information and communication technology (DA-IICT)

Gandhinagar

8 Ganpat university Mehsana9 Kadisarva vishwa vidyalaya Gandhinagar10 Indus university Ahmedabad11 Nirma university of science and technology Ahmedabad

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12 Panditdeendayal petroleum university (PDPU) Gandhinagar

13 Navrachana university Vadodra

14 UKA tarsadia university Bardoli15 Institute of advanced research Gandhinagar

Deemed universitySr no University Location1 Gujarat vidyapith Ahmedabad2 Sardarvallabh national institute of technology, surat Surat3 Auro university Surat4 Sumandeep university Waghodilia,

vadodra

Sr no University Location1 Central university of Gujarat Gandhinagar

Autonomous instituteSr no University Location1 Auro university of hospitality and management Surat2 Academy for decision science Ahmedabad Ahmedabad3 Entrepreneurship development institute of India Gandhinagar4 Indian institute of management Ahmedabad5 Institute of rural management Anand6 National institute of design. Gandhnagar7 Bhaskaracharya institute for space applications and

geo-informatics.Gandhnagar

8 National institute of co-operative management Gandhnagar9 Sardar vallabhbhai national institute of technology Surat10 Indian institute of planning and management. Ahmedabad11 Indian institute of technology Gandhinagar

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1.6 COMPANY OVERVIEW

Education in valsad district

Introduction

When Gujarat state was formed on 1st may 1960 Valsad district was part of Surat district on bifurcation of Surat district since 1st June 1964 Valsad district came into existence. However Valsad district was bifurcated into Valsad and Navsari districts on 2nd October 1997 from talukas viz. Umargam, Pardi, Dharampur and Valsad were included in Valsad district. Then on bifurcation of Dharampur taluka, Kaparada taluka came into existence thus, there are five talukas in Valsad district at present. District Panchayat Education Committee, Valsad manages all 993 primary schools situated in five talukas.

Valsad district is one of the 26 districts in the Western Indian state of Gujarat. It is bound by Navsari district to the north, Nashik district of Maharashtra state to the east, and Dadra and Nagar Haveli union territory and Thane district of Maharashtra to the south. The Arabian Sea lies west of the district. The coastal Daman enclave of Daman and Diu union territory is bounded by Valsad district on the north, east, and south. The district's administrative capital is Valsad. The district's largest city is Vapi.

The district covers 5,244 square kilometres and is divided into five talukas: Valsad, Pardi, Umargam, Kaparada and Dharampur. According to the 2001 India census,"Census of India 2001: Data from the 2001 Census, including cities, villages and towns (Provisional)". Census Commission of India. Archived from the original on 2004-06-16.Retrieved 2008-11-01. the total population of the district was 1,410,553, with 27.02% of its residents living in urban areas.

Divisions

Talukas – 6 (Valsad, Pardi, Vapi, Dharampur, Kaprada, Umbergaon)Major cities – 2 (Vapi, Valsad)

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CHAPTER 2:- INTRODUCTION OF STUDY

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2.1 INTRODUCTION TO TOPIC

Introduction

Human resource Human resource means employees in an organization who strive for increasing its profit

Development : Development is the acquisition of capabilities that are needed to execute the present job or the future expected job.

Climate: Climate is an overall feeling that is conveyed by the physical layout, the way employees interact and the way members of the organization conduct themselves with outsiders

DefinitionsHRD (Human Resources Development) has been defined by various scholars in

various ways. Some of the important definitions of HRD (Human Resources Development) are as follows:

According to Leonard Nadler, "Human resource development is a series of organized activities, conducted within a specialized time and designed to produce behavioral changes."

In the words of Prof. T.V. Rao, "HRD is a process by which the employees of an organization are helped in a continuous and planned way to (i) acquire or sharpen capabilities required to perform various functions associated with their present or expected future roles; (ii) develop their journal capabilities as individual and discover and exploit their own inner potential for their own and /or organizational development purposes; (iii) develop an organizational culture in which superior-subordinate relationship, team work and collaboration among sub-units are strong and contribute to the professional well being, motivation and pride of employees." .

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According to M.M. Khan, "Human resource development is the across of increasing knowledge, capabilities and positive work attitudes of all people working at all levels in a business undertaking."

The concept of human resource development

Human resource development in the organization context is a process by which the employees of an organization are helped, in a continuous and planned way to:

1. Acquire or sharpen capabilities required to perform various functions associated with their present or expected future roles;

2. Develop their general capabilities as individuals and discover and exploit their own inner potentials for their own and/or organizational development purposes; and

3. Develop an organizational culture in which supervisor-subordinate relationships, teamwork and collaboration among sub-units are strong and contribute to the professional well being, motivation and pride of employees.

Developing HRD climate in an organization

1. Top to bottom efforts.An organization is considered to be a complete organization after including the

top authority to the bottom line of workers. And whenever we talk about development at organization level, effort is needed from top to bottom level. the top authority should not think that their task is to only take decisions, but they should also emphasize on proper implementation of the decisions by adopting various controlling techniques. bottom level workers should have loyal mind set towards their organization, should work with dedication, and should develop a sense of belongingness towards the organization.

2. Motivator role of manager and supervisor.To prepare a good HRD climate, the managers and the supervisors are the key

players. managers and supervisors have to develop the competencies of the employees by updating themselves and sharing their expertise and experiences with the employees.

3.Faith in employees.In the process of developing good HRD climate, the employer should have faith

in employees capabilities -amount invested should be bases on the development of

17

employees. top management should trust that the employees will work for the well being of the organization and society.

4. Free expression of feeling.Clear communication from the top management to the employees and vice versa

should exist in the organization. clear communication helps to establish a good HRD climate.

5. Feedback.Regular feedback is a must to know the drawbacks in the system. this also helps

to gain the confidences of the employees who develop trust in the management and express their opinion freely. feedback will remove weaknesses and establishes a good HRD climate.

6. Helpful nature of employees.Employees should help the management and their colleagues. They should

always to be ready to help the customers too.

7. Supportive personnel management.Personnel policies of the organization should motivate employees to contribute

more on their part. top managements philosophy should be clear towards human resource and its well being to encourage the employees.

8. Motivating employees. Employees should be motivated to take decisions. this concept is risky but gradually brings expertise in the employees to handle similar situation in future. it also develops confidence in the employees. the organization can utilize and develop employees more by assigning risky task.

9. Discouraging stereotypes and favoritism. The management need to avoid those practices which lead to favoritism . management and managers need to give equal importance to all. those who perform well need to be appreciated and those who do not perform well need to be guided. any kind of partiality does not aid in the establishment of good HRD climate.

10. Team spirit. There must be a feeling of belongingness among the employees, and also willingness to work as a team.

Components

The organizational climate consist of following components.

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1. Organizational structureAn organization structure is actually a snapshot of a work process frozen in times

so that it can be viewed. the structure enables the peoples energy to be focused towards process and goal achievement. an employee must have a clear definition of not only the work structure but also his role in organizing the work. ambiguity in the structure and role does not help in establishing a good HRD climate.

2. Organizational culture.Organization culture is a pattern of belief, knowledge, attitude, and customs that

exist within an organization. organizational culture may result in part from senior management beliefs or form the beliefs of employees.

Organizational culture can be supportive or unsupportive, positive or negative. It can affect the ability or willingness of employees to adopt or perform well within the organization.

3. HR processes The HR system of an organization should be comprehensive enough to take care

of employees from the time they join till the time they leave. there demand must not be ignored, but a feeling of belongingness should be created. the process should be very clear and impartial so that employees have faith in the organization. from recruitment to retirement, the whole process should be according to employees expectations and ability of the employer.

Goals

The goals of HRD system are to develop are as follows.

1. The capabilities of each employee as an individual.

2. The capabilities of each individual in relation to his/her present role.

3. The capabilities of each employee i relation to his/her expected future roles.

4. The dyadic relationship between each employee and his/her supervisor.

5. The team spirit and functioning in every organizational unit.

6. Collaboration among different units of the organization.

7. The organizational overall health and self renewing capabilities which in turn increase the enabling capabilities of individuals, dyads, teams and the entire organization.

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Benefits.

1. HRD makes people more competent, HRD develops new skill, knowledge and attitude of the people in the concerned organization.

2. With appropriate HRD programmed people become more committed to their jobs. people are assessed on the basis of their performance by having an acceptable performance appraisal system.

3. An environment of trust and respect can be created with the help of HRD.

4. Acceptability towards the change can be created with the help of HRD, employees found themselves better equipped with problem solving capabilities.

5. It improves the all round growth of employees and improves team spirit in the organization. they become more open in the organization, thus new values can be generated.

6. It also help to create the efficiency culture in the organization. it leads to greater organizational effectiveness. resources are properly utilized and goals are achieved in better way.

7. It improves the participation of workers in the organization. it improves the role of workers and workers feel a sense of pride and achievement while performing their jobs.

8. It also helps to collect useful and objective data on employees programmed and policy which further facilitate better human resource planning.

9. Hence it can be conducted that HRD provides a lot of benefits in every organization.

10. So, that importance of concept of HRD should be recognized and given a place of eminence, to face the present and future challenges in the organization.

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2.2 LITERATURE REVIEW

1. 1978Shaikh T.S (1978) in his Ph.D. Thesis “Personnel Policies and Administration in

Urban Banks” reported that for getting good personnel to Banks all vacancies should be advertised, selection committee should add with expert in it, all interviews must be formally arranged, and proper induction program should be arranged for new employees. He further stated that there should be a separate Human Resource department, planned training programs, clarified promotion criteria known to all, scientific performance appraisal system.

2. 1986Rao and Abraham found that general HRD climate in the organizations appears

to be at a general level.

3. 1987.Kolekar B.D. (1987) in his PhD thesis “A Study Of HRD In Selected Public

Sector Undertakings In Maharashtra And Goa” suggested to imparting long term training, appointing a director (T&D) as concrete step towards H.R.D., valid and reliable performance evaluation system, and issuing appreciation letters to outstanding employees. Researcher had considered only recruitment, selection, training and development and performance appraisal. He focuses on employee counseling etc. and use of computer in functioning of HRD effectively.

4.1992 Dashawant B.R. (1992) in his M.Phil Dissertation “Workers Participation in

Management with Special Reference to a Cooperative Sugar Factory” reported that, management should create an atmosphere conductive for industrial democracy in the factory, workers should be made shareholders of the factory, management should formulate different shop councils and a joint management council and worker’s director should be elected from among the employees. Workers Participation in Management is one of the activities of Human Resource Development.

21

5. 1997krishna and Rao carried out a comprehensive empirical study in BHEL,

Hyderabad and found that the HRD climate in the organization encouraged middle and senior managers.

6. 1998Nair R.N. (1998) in his Ph.D. Thesis “A study Of Effectiveness Of Executive

Development Programs In Urban Co-Operative Banks With Reference To Konkan Region, Maharashtra” studied existing executive training and development program of 33Banks and evaluated newly developed system to confirm it’s utility. He advised Banks that, training need should be properly identified, training should be time bound and restructured as per the need, the schedule of training and infrastructure should be prepared, pre and post training appraisal program should be conducted and cost benefit favorableness of training program should be prepared.

7. 2000Alphonsa V.K. (2000) has published his study conducted in a large private

hospital in Hyderabad under the title “HRD Climate in a Private Hospital in Hyderabad An Empirical Study” This study has attempted to analyze HRD climate, as perceived by the supervisors, and suggest that top management of the hospital may further advance the hospital policy in enhancing the physical, mental and emotional capabilities of the individuals, in order to create and maintain a productive HRD climate.

8. 2000Suresh Kumar,Rongala (2000) in his Ph.D.Thesis “Management And Executive

Training Programs And Their Impact On Productivity In Selected Industrial Units In Maharashtra” reported that improvement need to be made in training methods, organizations training courses and in training skills. He expressed need for accurate and systematic record system of training and performance appraisal results. Researcher had covered only training, performance appraisal and career planning sub systems of HRD.

9. 2002Mishra Padmakali Ramakrishna and BharadwajGopa (2002), had given an

account under the title “HRD Climate: An Empirical Study among Private Sector Managers” and the study results revealed that the overall HRD climate in the organization covered under study was good. Significant differences were also observed among three levels of management with respect to different dimensions of HRD climate as well as overall HRD climate.

10. 2005

22

Sampath and kalpana conducted a study and found that too a large extend organization where knowledge workers work, enjoy a good HRD climate. the strength of the HRD climate emerged from the organizations belief that the human factors is a critical factor and needs commitment to development, team spirit, helpfulness and providing trainings on skills and knowledge. results indicated the presence of psychological climate conducive for development.

11. 2006 Mufeed examined the HRD climate in major hospitals. The result indicated

existence of poor HRD climate in hospitals.12. 2007

Srimannarayana conducted a survey in local bank of Dubai and found that good HRD climate was prevalent in the organization. he found out the differences in the perception of employees regarding the HRD climate on the basis of demographic variables.

13. 2008Purang Pooja (2008) in the article titled as “Dimensions of HRD Climate

Enhancing Organizational Commitment in Indian Organizations” measures the HRD climate in terms of various dimensions like participation, succession planning, training, performance appraisal and job enrichment and its relationship between the ten dimensions of HRD climate and organizational commitment. The study propounds that the positive perception which further enhances the performance of manage.

14. 2009Mr. S. Sundararajam (2009), in “Emerging Trends of HRD Practices in

Cooperative Sector- Perspective Approach” has observed on the basis of survey of employees working in a few cooperative organizations located in the south west part of Tamilnadu, that overall HRD climate in the cooperative sector organizations appeared to be neither good nor bad. The senior employees perceived that the HRD climate should be improved in the present competitive environment. In general, the employees showed unfavorable attitude towards, HRD policies and practices. The author gives overall conclusion of his study that the development of human is a specialized operative function of personnel department. Lastly he says that we cannot prepare the future for the next generation, but we can prepare the next generation for the future.

2.3 OBJECTIVES OF THE STUDY.

The study includes following objectives.

1. To study the HRD climate of under graduate and post graduate institutes.

2. To study the differences in the perception of faculties on the basis of "Gender".

23

3. To study the differences in the perception of faculties on the basis of "Age".

4. To study the differences in the perception of faculties on the basis of "Experience".

5. To study the differences in the perception of faculties on the basis of "Qualification".

6. To study the differences in the perception of faculties on the basis of "endorsement of concerned university”.

7. To study the factor analysis regarding perception of faculties towards Human Resource Development Climate.

2.4 HYPOTHESIS

hypothesis 1h0: the perception of faculties towards HRD climate of an institute is independent of gender.

h1: the perception of faculties towards HRD climate of an institute is dependent of gender.

hypothesis 2:h0: the perception of faculties towards HRD climate of an institute is independent of Age.

h1: the perception of faculties towards HRD climate of an institute is dependent of Age.

hypothesis 3:h0: the perception of faculties towards HRD climate of an institute is independent of Qualification.

h1: the perception of faculties towards HRD climate of an institute is dependent of Qualification.

hypothesis 4:h0: the perception of faculties towards HRD climate of an institute is independent of Experience.

h1: the perception of faculties towards HRD climate of an institute is dependent of Experience.

hypothesis 5:h0: the perception of faculties towards HRD climate of an institute is independent of their endorsement of concerned university.

h1: the perception of faculties towards HRD climate of an institute is dependent of their endorsement of concerned university.

24

CHAPTER 3

RESEARCH METHODOLOGY

25

Research design Descriptive

Source of data Primary:- survey

Secondary

Articles, journals.

Websites.

Data collection method. Survey method and approach is through

personal

Data collection instrument/tool Questionnaire

Type of questionnaire Structured

Type of questions closed ended

likert 5 point scale(not at all true, rarely

true, sometimes true, mostly true and

always true. where 1.0 indicates extremely

poor HRD climate and 5.0 indicates

extraordinarily good HRD climate)

Population size and sample size Colleges in valsad district (25)

Sample size 213

Sampling method Convenience

Data analysis tool Chi square and factor analysis.

26

CHAPTER 4

DATA ANALYSIS AND INTERPRETATION

27

DEMOGRAPHICS OF THE RESPONDENTS

GENDER OF RESPONDENTSNumber of respondents

Male 116Female 97Total 213

AGE OF RESPONDENTS21-25 5426-30 9331-35 3636-40 2841 & above 2Total 213

EXPERIENCE OF THE RESPONDENTS“Less than 1 & equal to 1” 26“More than 1 less than & equal to 3” 65“More than 3 less than & equal to 6” 66“More than 6 less than & equal to 10” 41“More than 10 less than & equal to 15” 1115 & above 4Total 213

QUALIFICATION OF THE REPONDENTSGraduates 22Post graduates 171ph.D 20Total 213

ENDORSEMENT BY CONCERNED UNIVERSITY.Yes 110No 103Total 213

28

Sr no. Not at all true

Rarely true

Sometimes true

Mostly true

Almost true

Total

1 14 28 63 55 53 2132 2 32 50 78 51 2133 2 0 10 201 0 2134 5 15 45 70 78 2135 9 24 59 68 53 2136 10 25 33 90 55 2137 8 8 39 73 85 2138 28 15 53 45 72 2139 22 32 48 57 54 21310 15 21 48 63 66 21311 21 27 52 57 56 21312 26 37 50 46 54 21313 6 26 53 52 76 21314 3 14 47 84 65 21315 11 14 62 63 63 21316 2 21 43 102 45 21317 5 10 39 84 75 21318 7 31 31 81 63 21319 28 35 46 50 54 213

Sr no. Factors Average mean1 Nature of work 3.759392 Organization climate 3.6694843 Performance management 3.6281694 Employee development 3.716432

29

HYPOTHESIS 1

h0: the perception of faculties towards HRD climate of an institute is independent of gender.

h1: the perception of faculties towards HRD climate of an institute is dependent of gender.

Sub hypothesis 1

ho:- the perception of faculties towards nature of the work of an institute is independent of gender.

h1:- the perception of faculties towards nature of the work of an institute is dependent of gender.

1. Support * gender

Value dfAsymp. Sig. (2-

sided)

Pearson Chi-Square 3.619a 4 .460

Likelihood Ratio 3.643 4 .456

Linear-by-Linear Association .315 1 .575

N of Valid Cases 160

2. Encourage * gender


sided)





30

3. Resources * gender


sided)





4. New methods * gender


sided)





Interpretation Nature of work

1 0.460 > 0.05 H0 is rejected

2 0.055 > 0.05 H0 is rejected

3 0.147 >0.05 H0 is rejected

4 0.440 >0.05 H0 is rejected

31

Sub hypothesis 2.

ho:- the perception of faculties towards organizational climate of an institute is independent of gender.

h1:- the perception of faculties towards organizational climate of an institute is dependent of gender.

5. Climate * gender


sided)





6. Trustees * gender


sided)





32

7. Senior * gender


sided)





8. Hesitate * gender


sided)





9. Problem * gender


sided)





33

Interpretation

Sub hypothesis 3.

ho:- the perception of faculties towards performance management of an institute is independent of gender.

h1:- the perception of faculties towards organizational climate of an institute is dependent of gender.

10.Appreciate * gender


sided)





11. Promotion * gender

34

Organizational climate

5 0.571 > 0.05 H0 is rejected

6 0.507 > 0.05 H0 is rejected

7 0.389 >0.05 H0 is rejected

8 0.377 >0.05 H0 is rejected

9 0.140 >0.05 H0 is rejected


sided)





12. Rewards * gender


sided)



Linear-by-Linear Association 1.746 1 .186


13. Feedback gender


sided)





14. Performance * gender

35


sided)





Performance management

10 0.204 > 0.05 H0 is rejected

11 0.285 > 0.05 H0 is rejected

12 0.174 >0.05 H0 is rejected

13 0.698 >0.05 H0 is rejected

14 0.284 >0.05 H0 is rejected

Interpretation:

Performance management

10 0.204 > 0.05 H0 is rejected

11 0.285 > 0.05 H0 is rejected

12 0.174 >0.05 H0 is rejected

13 0.698 >0.05 H0 is rejected

14 0.284 >0.05 H0 is rejected

36

Sub hypothesis 4

ho:- the perception of faculties towards employee development of an institute is independent of gender.

h1:- the perception of faculties towards employee development of an institute is dependent of gender.

15. Opportunities * gender


sided)





16. Sponsored * gender


sided)





37

17. Training program * gender


sided)





18. Career opportunity * gender


sided)





19. Personnel policies * gender

38


sided)





Interpretation:Employee development

15 0.397 > 0.05 H0 is rejected

16 0.119 > 0.05 H0 is rejected

17 0.005 >0.05 H0 is accepted

18 0.366 >0.05 H0 is rejected

19 0.798 >0.05 H0 is rejected

hypothesis 2:

h0: the perception of faculties towards HRD climate of an institute is independent of Age.

h1: the perception of faculties towards HRD climate of an institute is dependent of Age.

Sub hypothesis 1 :-

h0: the perception of faculties towards nature of work of an institute is independent of Age.

h1: the perception of faculties towards nature of work of an institute is dependent of Age.

1. Support * age

39


sided)





2. Encourage * age


sided)





3. Resources * age


sided)





40

4. New methods * age

Value df Asymp. Sig. (2-sided)






1 0.009 < 0.05 H0 is accepted

2 0.244 > 0.05 H0 is rejected

3 0.015 < 0.05 H0 is accepted

4 0.561 >0.05 H0 is rejected

Sub hypothesis 2 :-

h0: the perception of faculties towards organizational climate of an institute is independent of Age.

h1: the perception of faculties towards organizational climate of an institute is dependent of Age.

5. Climate * age


sided)





41

6. Trustees * age


sided)





7. Senior * age


sided)





8. Hesitate * age


sided)





42

9. Problem * age

Value DfAsymp. Sig. (2-

sided)





Interpretation Organizational climate

5 0.011 < 0.05 H0 is accepted

6 0.196 > 0.05 H0 is rejected

7 0.647 > 0.05 H0 is rejected

8 0.001 < 0.05 H0 is accepted

9 0.175 > 0.05 H0 is rejected

Sub hypothesis3 :- h0: the perception of faculties towards performance management of an institute is independent of Age.

h1: the perception of faculties towards performance management of an institute is dependent of Age

10. Appreciate * age


sided)





43

11. Promotion * age


sided)





12. Rewards * age


sided)





13. Feedback * age


sided)





44

14. Performance * age


sided)





Interpretation Performance management

10 0.343 > 0.05 H0 is rejected

11 0.012 < 0.05 H0 is accepted

12 0.030 < 0.05 H0 is accepted

13 0.055 > 0.05 H0 is rejected

14 0.175 > 0.05 H0 is rejected

Sub hypothesis 4h0: the perception of faculties towards employee development of an institute is independent of Age.

h1: the perception of faculties towards employee development of an institute is dependent of Age

15. Opportunities * age


sided)





45

16. Sponsored * age


sided)





17. Training program * age


sided)





18. Career opportunity * age


sided)





19. Personnel policies * age

46


sided)





Interpretation: Employee development

15 0.016 < 0.05 H0 is accepted

16 0.033 < 0.05 H0 is accepted

17 0.163> 0.05 H0 is rejected

18 0.102 > 0.05 H0 is rejected

19 0.721 > 0.05 H0 is rejected

HYPOTHESIS 3:h0: the perception of faculties towards HRD climate of an institute is independent of Experience.

h1: the perception of faculties towards HRD climate of an institute is dependent of Experience

sub hypothesis1:

h0: the perception of faculties towards nature of work of an institute is independent of experience.

h1: the perception of faculties towards nature of work of an institute is dependent of experience

1. Support * experience

47


sided)





2. Encourage * experience


sided)





3. Resources * experience


sided)





48

4. New methods * experience


sided)






1 0.001 < 0.05 H0 is accepted

2 0.356 > 0.05 H0 is rejected

3 0.002< 0.05 H0 is accepted

4 0.033 < 0.05 H0 is accepted

sub hypothesis2 :h0: the perception of faculties towards organization climate of an institute is independent of experience.

h1: the perception of faculties towards organization climate of an institute is dependent of experience

5. Climate * experience

49


sided)





6. Trustees * experience


sided)





7. Senior * experience.


sided)





8. Hesitate * experience

50


sided)





9. Problem * experience


sided)





Interpretation:-Organization climate

5 0.138 > 0.05 H0 is rejected

6 0.337 > 0.05 H0 is rejected

7 0.508> 0.05 H0 is rejected

8 0.007 < 0.05 H0 is accepted

9 0.000 < 0.05 H0 is accepted

sub hypothesis 3:h0: the perception of faculties towards performance management of an institute is independent of experience.

51

h1: the perception of faculties towards performance management of an institute is dependent of experience

10. Appreciate * experience


sided)





11. Promotion * experience


sided)





52

12. Rewards * experience


sided)





13. Feedback * experience


sided)





14. Performance * experience


sided)





53

Interpretation:-Performance management

10 0.014 < 0.05 H0 is accepted

11 0.000 < 0.05 H0 is accepted

12 0.000< 0.05 H0 is accepted

13 0.192 > 0.05 H0 is rejected

14 0.016 < 0.05 H0 is accepted

sub hypothesis 4:

h0: the perception of faculties towards employee development of an institute is independent of experience.

h1: the perception of faculties towards employee development of an institute is dependent of experience

15. Opportunities * experience

54


sided)





16. Sponsored * experience


sided)





17. Training program * experience

55


sided)





18. Career opportunity * experience


sided)





19. Personnel policies * experience


sided)





Interpretation:-

56

Employee development

15 0.007 < 0.05 H0 is accepted

16 0.048 < 0.05 H0 is accepted

17 0.000< 0.05 H0 is accepted

18 0.180 > 0.05 H0 is rejected

19 0.003 < 0.05 H0 is accepted

HYPOTHESIS 4:h0: the perception of faculties towards HRD climate of an institute is independent of Qualification.

h1: the perception of faculties towards HRD climate of an institute is dependent of Qualification

sub hypothesis 1:

h0: the perception of faculties towards nature of work of an institute is independent of Qualification.

h1: the perception of faculties towards nature of work of an institute is dependent of Qualification

1. Support * qualification


sided)





2. Encourage * qualification

57


sided)





3. Resources * qualification


sided)





4. New methods * qualification


sided)





58

Interpretation:-Nature of work

1 0.000 < 0.05 H0 is accepted

2 0.113 > 0.05 H0 is rejected

3 0.109> 0.05 H0 is rejected

4 0.465 > 0.05 H0 is rejected

sub hypothesis2 :h0: the perception of faculties towards organizational climate of an institute is independent of Qualification.

h1: the perception of faculties towards organizational climate of an institute is dependent of Qualification

5. Climate * qualification


sided)





6. Trustees * qualification


sided)





59

7. Senior * qualification


sided)





8. Hesitate * qualification


sided)





9. Problem * qualification


sided)





60


5 0.546 > 0.05 H0 is rejected

6 0.342 > 0.05 H0 is rejected

7 0.124> 0.05 H0 is rejected

8 0.262 > 0.05 H0 is rejected

9 0.025< 0.05 H0 is accepted

sub hypothesis 3:h0: the perception of faculties towards performance management of an institute is independent of Qualification.

h1: the perception of faculties towards performance management of an institute is dependent of Qualification

10. Appreciate * qualification


sided)





11. Promotion * qualification


sided)





61

12. Rewards * qualification


sided)





13. Feedback * qualification


sided)





14. Performance * qualification


sided)





62


10 0.662 > 0.05 H0 is rejected

11 0.642 > 0.05 H0 is rejected

12 0.013< 0.05 H0 is accepted

13 0.785 > 0.05 H0 is rejected

14 0.269> 0.05 H0 is rejected

sub hypothesis4:

h0: the perception of faculties towards employee development of an institute is independent of Qualification.

h1: the perception of faculties towards employee development of an institute is dependent of Qualification

15. Opportunities * qualification


sided)





63

16. Sponsored * qualification


sided)





17. Training program * qualification


sided)





18. Career opportunity * qualification


sided)





64

19. Personnel policies * qualification


sided)





Interpretation:-Employee development

15 0.381 > 0.05 H0 is rejected

16 0.187 > 0.05 H0 is rejected

17 0.122> 0.05 H0 is rejected

18 0.262> 0.05 H0 is rejected

19 0.373> 0.05 H0 is rejected

65

HYPOTHESIS 5:h0: the perception of faculties towards HRD climate of an institute is independent of their endorsement by a concerned university

h1: the perception of faculties towards HRD climate of an institute is dependent of their endorsement by a concerned university

sub hypothesis1:

h0: the perception of faculties towards nature of work of an institute is independent of their endorsement by a concerned university

h1: the perception of faculties towards nature of work of an institute is dependent of their endorsement by a concerned university

1. Support * endorsed university


sided)





2. Encourage * endorsed university


sided)





66

3. Resources * endorsed university


sided)





4. New methods * endorsed university


sided)





Interpretation:-Nature of work

1 0.000 < 0.05 H0 is accepted

2 0.000 < 0.05 H0 is accepted

3 0.000 < 0.05 H0 is accepted

4 0.000 < 0.05 H0 is accepted

67

sub hypothesis 2 :

h0: the perception of faculties towards organization climate of an institute is independent of their endorsement by a concerned university

h1: the perception of faculties towards organization climate of an institute is dependent of their endorsement by a concerned university

5. Climate * endorsed university


sided)





6. Trustees * endorsed university


sided)





68

7. Senior * endorsed university


sided)





8. Hesitate * endorsed university


sided)





9. Problem * endorsed university


sided)





69


5 0.000 < 0.05 H0 is accepted

6 0.022 < 0.05 H0 is accepted

7 0.025 < 0.05 H0 is accepted

8 0.113 > 0.05 H0 is rejected

9 0.000 < 0.05 H0 is accepted

sub hypothesis3 :

h0: the perception of faculties towards performance management of an institute is independent of their endorsement by a concerned university

h1: the perception of faculties towards performance management of an institute is dependent of their endorsement by a concerned university

10. Appreciate * endorsed university


sided)





70

11. Promotion * endorsed university


sided)





12. Rewards * endorsed university


sided)





13. Feedback * endorsed university


sided)





71

14. Performance * endorsed university


sided)






10 0.000 < 0.05 H0 is accepted

11 0.000 < 0.05 H0 is accepted

12 0.000 < 0.05 H0 is accepted

13 0.112 > 0.05 H0 is rejected

14 0.187 > 0.05 H0 is rejected

72

sub hypothesis4:

h0: the perception of faculties towards employee development of an institute is independent of their endorsement by a concerned university

h1: the perception of faculties towards employee development of an institute is dependent of their endorsement by a concerned university

15. Opportunities * endorsed university


sided)





16. Sponsored * endorsed university


sided)





73

17. Training program * endorsed university


sided)





18. Career opportunity * endorsed university


sided)





19. Personnel policies * endorsed university


sided)





74

Interpretation:-Employee development

15 0.006 < 0.05 H0 is accepted

16 0.173>0.05 H0 is rejected

17 0.001 < 0.05 H0 is accepted

18 0.000 < 0.05 H0 is accepted

19 0.000 < 0.05 H0 is accepted

75

FACTOR ANALYSIS

KMO and Bartlett's Test

Kaiser-Meyer-Olkin Measure of Sampling Adequacy.

.918

Bartlett's Test of Sphericity

Approx. Chi-Square 2.811E3

Df 171

Sig. .000

76

71.032 indicates that components in the rotated matrix are more important and having

weight age of 71.032% while rest of the other i.e. 29% indicates least important

components.

77

From the rotated component matrix our new factors of HRD climate are as follows.

SrNo.

Parameters Not atAll

True

RarelyTrue

SomeTimesTrue

MostlyTrue

AlmostAlways

TrueFavorable organizational climate1. Management Totally supports

their Faculties to make their work more Enjoyable

2. Delegation of authority to encourage faculties to develop handling higher Responsibility is common in institute

3. All the necessary resources and Facilities are provided by your institute to make your job more effective.

4. Faculties are encouraged to experiment with new methods and creative ideas

5. Institute climate is favorable to the faculties for developing new skills and knowledge.

6. Trustees of your institute give importance to HR and treats humanly.

7. When faculties do good work the superiors take special care to appreciate it.

8. If you are qualified and experienced for the promotion to the next level then are you getting it.

9. Rewards are given to faculties for their better performance and contribution.

10. Faculties are properly communicated their feedback given by students, superiors, colleagues etc.

Co-operation among faculties and personnel policies11. Faculties do not hesitate to

discuss their problems with their superiors.

12. When problems arise, people

79

discuss their problem trying to solve them rather than accusing each other at the back.

13. Senior faculties in the organization point out career opportunities to junior.

14. The personnel policies of the institute facilitate faculties’ development.

Feedback and training15. When performance feedback

is given to faculties, they take it seriously using it for their development.

16. Faculties try to learn and implement new things from training programs attended.

Seniors role in development of juniors17. Seniors help juniors to learn

their jobs.

FINDINGS

80

1.Context of gender.

From the data analysis, it has being found that HRD climate in context with

perception of “nature of work, organizational climate, performance management and

employee development” of the education institution have relationship with the gender of

the employees. This indicates that the HRD climate has a influence with the gender in

the education institutes.

2. context of age.


perception regarding nature of work of the education institute “support system

and resources provided” has no relationship with the age, while “delegation of

authority and encouragement to experiment with new ideas” has relationship with

age.


perception regarding organizational climate of the education institute “developing

new skills & knowledge and hesitation to discuss problem with superiors “ has no

relationship with age, while” trustees to treat humanly, seniors help juniors and

solving problems rather than accusing” has relationship with age.


perception regarding performance management of the education institute

“promotion and reward “has no relation with age, while “appreciation,

communication of feedback and performance feedback for development” has

relationship with age.


perception regarding employee development of the education institute “FDPs and

training” has no relationship with age, while “implementing new things, career

opportunities and personnel policies” has relationship with age.

3. context of experience


perception regarding nature of work of the education institute “management

support, resources and encouraged to experiment new ideas & methods” has no

81

relationship with experience. while, “delegation of authority” has relationship with

experience.


perception regarding organization climate of the education institute “hesitate to

discuss problems and discussing problems rather than accusing” has no

relationship with experience. While “climate for developing new skills, trustees to

treat humanly and seniors help juniors to learn their jobs” has relationship with

experience.



”appreciation, promotion, rewards and performance feedback for development”

has no relationship with experience. While, “feedback of communication” has

relationship with experience.


perception regarding employee development of the education institute “FDPs,

training, learning new things and personnel policies” has no relationship with

experience. While,” seniors point out career opportunities to junior “ has

relationship with experience.

4. context of qualification.


perception regarding nature of work of the education institute “management

supports” has no relationship with qualification. While “delegation of authority ,

resources and experiments with new methods /ideas” has relationship with

qualification.


perception regarding organizational climate of the education institute “discussing

problems rather than accusing” has no relationship with qualification. While,

“climate for developing skills/ knowledge, trustees to treat humanly, =seniors

help juniors and hesitation to discuss problem with superiors” has relationship

with qualification.

82



“rewards for better performances and contribution” has no relationship with

qualification. While, “appreciation, promotion, communication of feedback,

performance of feedback for development” has relationship with qualification.


perception regarding employee development of the education institute has

relationship with qualification

5. Context of endorsement by concerned university.


perception regarding nature of work of the education institute has no relationship

with endorsement by concerned university.


perception regarding organization climate of the education institute “institute

climate for developing skills/knowledge, trustees treats humanly, seniors help

juniors, discussing problems rather than accusing” has no relationship with

endorsement by concerned university. While, “hesitation to discuss problems

with superiors” has relationship with endorsement by concerned university.



“appreciation, promotion, rewards” has no relationship with endorsement by

concerned university. While “communication of feedback and performance

feedback for development” has relationship with endorsement by concerned

university.


perception regarding employee development of the education institute “FDPs,

learning/ implementing new things, seniors faculties pointing out career

opportunities, personnel policies” has no relationship with endorsement by

concerned university. While “seriousness of training” has relationship with

endorsement by concerned university.

83

6. Through factor analysis there are 4 factors which contribute to our study in

perception of faculties towards Human Resource Development. Factor name are as

follows Favorable organizational climate Co-operation among faculties and personnel policies Feedback and training Seniors role in development of juniors

84

SUGGESTIONS

More rigid and transparent HR policies should be introduced. HR policies should

be designed keeping in view the common benefits of employees and institutes to

make it easily acceptable. There should be scope to upgrade the policy as the

dynamic work environment demands.

HR policies should aim at employee development. the polices designed should

aim at supplying trained, upgraded motivated and engaged work force to the

institute. For this they should focus on the developmental aspects of employees.

Employees with endorsed university should get the added advantage as

compared to who has not been endorsed by concern university.

Management should encourage performance based rewards.

Need based nominations of faculty towards faculty development programs

(FDPs) should be encouraged. Institutes should aim at developing competent

employees. For this, they should focus on competencies of every faculty and

thus nominate them for faculty development programs in their domains, rather

then for generalized developmental programs

85

LIMITATIONS OF STUDY

1. There is every chance that the respondents may have been biased towards their organization.

2. The sample respondents do not represent every institute of Valsad district.

3. Due to busy work schedule of respondents so they were delaying to respond.

86

CONCLUSION

HRD climate plays a very important role in the success of any organization because it

directly or indirectly affects the performances of employees. If HRD climate is healthy

and favorable, employees contribute their best towards the achievement of their

organizational goals. The present study shows that HRD climate in the institute in

context of nature of work organizational climate, performance management and

employee development is above average so there is some of scope for improvement in

the HRD climate.

87

ANNEXURE

88

QUESTIONNAIRE

“Perception Of Faculties Towards Human Resource Development Climate”

1. Gender Male Female

2. Age______________________________

3. Experience ________________________

4. Qualification Postgraduate Ph.D Others(Specify)________

5. Have you been endorsed by an concerned university Yes No

SrNo.

Parameters Not atAll

True

RarelyTrue

SomeTimesTrue

MostlyTrue

AlmostAlways

TrueNature of the work1. Management Totally supports their

Faculties to make their work more Enjoyable

2. Delegation of authority to encourage faculties to develop handling higher Responsibility is common in institute

3. All the necessary resources and Facilities are provided by your institute to make your job more effective.

4. Faculties are encouraged to experiment with new methods and creative ideas

Organization Climate

5. Institute climate is favorable to the faculties for developing new skills and knowledge.

6. Trustees of your institute give importance to HR and treats humanly.

7. Seniors help junior to learn their Jobs.

8. Faculties do not hesitate to discuss their problems with their superiors.

9. When problems arise, people

89

discuss their problem trying to solve them rather than accusing each other at the back.

Performance Management

10 When faculties do good work the superiors take special care to appreciate it.

11. If you are qualified and experienced for the promotion to the next level then are you getting it.

12. Rewards are given to faculties for their better performance and contribution.

13. Faculties are properly communicated their feedback given by students, superiors, colleaguesetc.

14. When performance feedback is given to faculties, they take it seriously using it for their development.

Employee Development

15. Faculties are given opportunities to undergo FDP’s (Faculties Development program) on the basis of genuine training need.

16. When faculties are sponsored for training they take it seriously.

17. Faculties try to learn and implement new things from training programs attended.

18. Senior faculties in the organization point out career opportunities to junior.

19. The personnel policies of the institute facilitate faculties’ development.

90

BIBLIOGRAPHY

1. Websites

http://www.districtsofindia.com/gujarat/valsad/education/index.aspx http://mycollege.in/type/Gujarat/Valsad.php http://valsaddp.gujarat.gov.in/valsad/english/shakhao/education-branch/

introduction.htm http://en.wikipedia.org/wiki/Valsad_district

http://www.pratiyogi.com/india/colleges/cities/valsad/144 http://en.wikipedia.org/wiki/List_of_universities_in_India http://shodhganga.inflibnet.ac.in/bitstream/10603/4326/9/09_chapter%202.pdf http://humanresources.about.com/od/glossaryh/f/hr_development.htm http://www.whatishumanresource.com/human-resource-development

2. Journal

The IUP journal of management research vol.X No. 4 page no. 44

Rao Tv and Abraham E (1986), “Human Resource Development Climate in Indian organization), in Rao Tv and Pereira D F (Eds.), recent experiences in Human resource Development, pg no. 70-98

Krishna P M and rao P S(1997), “organizational and HRD climate in BHEL : empirical study” , the journal of public administration, volume. 43, page no.209-216.

Alphonsa V K (Sr. ) (2000), “HRD climate in private hospital in Hyderabad: an emeperical study” IJTD , volume no 30, page no. 4

Mishra P and Bharatwaj G (2000) “ HRD climate an empirical study among private sector manager”, Indian journal of industrial relations, volume n0. 38, page n0. 1-66

95

http://www.whatishumanresource.com/human-resource-development

http://humanresources.about.com/od/glossaryh/f/hr_development.htm

http://shodhganga.inflibnet.ac.in/bitstream/10603/4326/9/09_chapter%202.pdf

http://en.wikipedia.org/wiki/List_of_universities_in_India

http://www.pratiyogi.com/india/colleges/cities/valsad/144

http://en.wikipedia.org/wiki/Valsad_district

http://valsaddp.gujarat.gov.in/valsad/english/shakhao/education-branch/introduction.htm

http://valsaddp.gujarat.gov.in/valsad/english/shakhao/education-branch/introduction.htm

http://mycollege.in/type/Gujarat/Valsad.php

http://www.districtsofindia.com/gujarat/valsad/education/index.aspx